10 REGGIO EMILIA, ITALY Theses of the exhibition The exhibition is proposed as a democratic square or piazza. A place for dialogue and to: affirm the right to education and learning highlight an idea of schools that choose an ecological approach; interdependency, coexistence and co-participation in building culture recognise the hundred languages as an extraordinary potential in children and human beings, which transforms and multiplies during journeys of knowledge and relations declare an idea of participation in education oriented in the direction of creating an intercultural dynamic and all these reach towards the construction of a new idea and new experience of citizenship. Awareness of and responsibility towards the shared destinies of the planet and humanity require attitudes of solidarity and participation, the capacity for putting oneself in the other s viewpoint (other person or other thing) which has its roots in emotion and the ability to mirror ourselves in others. Dialogue of this nature needs to be capable of accepting provisional, and non-finished elements, of accepting transformation. This exhibition bears witness to the importance of learning contexts, of feeding a desire for research, for viewing things with solidarity, for relating to things with intensity and empathy and for aesthetic experience. In the same way, the value of learning in groups is of primary importance. In fact negotiating meaning is a constituent part of processes constructing knowledge. Learning in groups which provide space for argumentation, for sharing interpretations, emotions and reflection, creates favourable conditions for subjective (person-specific) learning; acquisition of content, awareness of ways of learning, the capacity for understanding that point of view has a pluralist nature. Learning in groups gives rise to social forms of knowing and knowledge which are essential to an idea of citizenship for the world today and the world tomorrow. Ways of learning, and the time it takes to learn, have their roots in biology and in culture. In this exhibition we wish to restitute and bear witness to the respect and attention given to forms and times of learning in children and adults, individually and in groups. We would like to propose possible dialogues between children, children and adults, children and environments, children and objects of their knowledge. Pedagogical documentation is a cultural and interpretative base, a theoretical and practical tool for projects in education and schooling. Pedagogical documentation makes it possibile to evaluate and self-assess quality of experience and strategies by children and adults through the visibility and value it gives to how both learning and teaching proceed. Through its complex narrative, documentation brings together and re-composits values in education and the culture, recognition of competencies, formative processes; woven together in the rich fabric of knowledge and culture in children and adults.

12 Vea Vecchi: In designing the new exhibition we immediately set about building a multi-disciplinary work group [...]. We did a lot of work on the communicative structure, convinced that working on communicative structure in fact means working on concepts and meanings. The narrative takes place on different levels: a first area of communication where main subjects and concepts are gathered accompanied by another level presenting further possibilities for deeper exploration by making the entire process of work by children and adults visible and accessible. The narrative structure holds together many stories in which content and forms of communication are closely intertwined. It is a flexible exhibition, conceived for travel to different places: a kind of alphabet of basic structures that can be combined in different ways. Aesthetically speaking it has its own graceful severity. There! An expression I like, where grace recalls the grace of childhood and a sort of severity keeps us away from certain stereotyped images of childhood and from excesses present in today s society where spectacularisation risks being transformed into vulgarity. [...] Working on communication over the years has increasingly made explicit and legible the relationship between the theoretical moment and the more concrete moments of doing [and making] through action. The reflection and self-reflection Tiziana spoke of have had an important role in the development of communication through pedagogical documentation. This constant working and re-working has allowed us to continue our development of an educational approach in tune with cultural and social changes in Reggio Emilia and in the world. Tiziana Filippini: The exhibition is a concrete example of theory and practice intertwined; ways, occasions and tools for strengthening and supporting our capacities of learning how to be with children and therefore the tools of our trade, attempts at activating real contexts of action and real contexts of professional growth [formazione], perfectly in tune with our idea of professional growth. [...] Professional growth as constant dialogue between theory and experience; a strategic choice thanks to which while theories are brought up to date, experiences become memory in the sense of settling as a sediment, creating distance from the action and then re-entering us in the form of self-awareness to become a cultural and pedagogical, individual and collective legacy [...] ; self-professional devlopment and professional development of a theoretical nature in which teachers are protagonists, they are part of the process, giving strength to our idea of the teacher-researcher. I. C.: One of the exhibition s identities is this idea of being a public space, a democratic square. How does the idea of participation run through experience in Reggio? Paola Cagliari: Certainly education is a private affair with its place in the parent-child relationship, but it is also a public affair in that it is connected with different ideas of education and with ideas people have or construct of being fathers, mothers, men, women, citizens. [...] This is a theme which has always run through our work because in order for education to not remain only a private affair, in order for it to aspire to public visibility and action, it needs debate, dialogue and discussion and this is an element that has featured in Reggio s work. [...] Certainly the exhibition is the fruit of children s participation in constructing knowledge, legitimised and embraced by schools whose objective it is to make the participation visible. Children participate in building knowledge, but if this is not recognised and given visibility by schools, if culture and society do not give it legitimacy, then the participation does not exist: children s participation does not exist, likewise parent participation does not exist, teacher participation does not exist. Claudia Giudici: The aspect Paola has underlined is very important: it represents a strategy [a way of working] through which we have chosen to interpret participation from the beginning of our history, the idea that education is a public experience and as such must be made evaluable, and therefore visible and communicable in order to be debated. [...] Nidi and scuole are places of public discussion on and around education: public because they belong to the city, they are an expression of the city, and precisely because they are civic spaces they contribute to a definition of the values and ideas giving identity to Reggio s experience of education. [...] No one today apparently denies the existence of the nidi and scuole; however, by reducing resources, we deny them the possibility of being public and civic places of the community [...]. In Reggio we continue to believe that education is a primary right of all children. It should not in any way be under discussion. I. C.: What is the relation between the new exhibition and founding of the Reggio Children International Network? Amelia Gambetti: Our exhibitions have always shown themselves to be extraordinary tools for constructing new relations, national and international, which have contributed to building up increasingly structured work experience. This experience is an important part of the origins of the International Network with which Reggio Children has been collaborating and dialoguing in more formal ways especially in recent years. [...] I think it is important to note how for many parts of the Network, hosting and showing the exhibition has meant a first step towards building networks of shared experience and increased dialogue within their own contexts and in ours here in Reggio Emilia. I. C.: This system of educational networks is very interesting as a form of self-organisation of school systems in different countries with a contribution from Reggio Emilia, with original features in terms of vastness and diversity. What are the repercussions on different school and educational systems? Amelia Gambetti: It must be remembered that our relations increasingly weave together private education systems which are very strong outside Italy, with public. An interesting fact is how much this weave has favoured the public system, allowing greater circulation of funds which have contributed towards also re-qualifying the public education system, as well as to a greater commitment on the part of school administrators and managers. The new exhibition The Wonder of Learning also addresses different cultural, social and economic contexts and proposes modifying the approach to working with young children. [...] The exhibition does not indicate what you ought to do but it underlines how, if you change a certain type of attitude in your way of working within your context, if you make a change of paradigm, posing yourself questions and learning to build answers, then you can face experiences of learning from a different point of view. I. C.: What you say is strongly related with Paola Cagliari s discussion of the construction of ideas of education in Reggio s system of education. The possibilities for dialogue schools offer is similar to that offered by the exhibition, inviting the exchange of ways of seeing and the construction of new ideas of education. Amelia Gambetti: Yes the exhibition, also through its itinerant identity, constantly opens dialogues with differences. Respecting diverse contexts and finding ever new and different ways of balancing Reggio s experience of education, presented in the exhibition, and possible autonomous developments the exhibition promotes and supports is, I think, determining as a source of reciprocal enrichment. I am convinced that research remains a wide terrain of common growth, the grand bazaar of ideas as Loris Malaguzzi used to say, that can make theory and practice in different contexts dialogue, including ours. I. C.: How is research in nidi and scuole developed and what is its relation to this exhibition? Paola Cagliari: The idea of research is generated from the idea or, as we have chosen to call it, the image we have of children, of human beings, and of how we learn; this is where the primary nature of research lies, in an approach to knowing with socio-constructivist roots that considers research as an individual s primary mode of encountering the world and encountering themself within the world, giving shape to representations and constructions of their own. For a school considering children and adults as constructors of knowledge, research becomes unavoidable: an attitude that accompanies being part of a context, being related, being a learner. [...] This briefly is the original matrix of research in the nidi and scuole. Research that keeps theory and practice interwoven, capable of constantly bringing innovation [...] and at the same time giving value and legitimacy to the meaning-making individuals do constantly as they act in the world. Claudia Giudici: This idea of research that can produce innovation is one of the large themes/resources of the entire 0-6 education system and of the philosophy supporting Reggio Children and the Loris Malaguzzi International Centre today. We could try to deconstruct it using two key choices with a long history in our educational project: on the one hand the role and value given to communication, and on the other the development of collegial work, and here we can see the theme of participation returning. Research in education as Loris Malaguzzi used often to remind us becomes a value, a sort of antidote against simply being the supplier of a service. [...] Malaguzzi insisted on the importance of cultural identity in the educational project and this is where the idea was born and developed of nidi and scuole as cultural laboratories, places where culture is constructed. Research therefore represents a permanent attitude of education.... And we know now that we must aid this process of learning to elaborate from the start, from the earliest years, even in infancy. We are entering upon revolutionary times with emphasis upon depth of knowledge rather than just upon its extent. We are discovering that thoughtful learning promotes not only human competence, but also creative dignity. The wonders of learning, we now know, are many indeed! Jerome Bruner, New York University... The idea that we construct knowledge is exciting. It affirms the powers that we all have as human beings. It affirms that we are able to create new things and achieve new understandings. And it suggests the affinities between the child, the artist, the inventor, the scientist, the explorer. Howard Gardner, Harvard University... The idea of citizenship and collective living is so profound and important in the nido and scuola that we are trying to diffuse it in our compulsory schools and among adolescent age groups. We have even been dreaming of a right to life-long permanent quality education... Every time we start on a new challenge we are seized by the same fears many of our friends around the world surely have: how to do it? There is only one answer we can give: quality. Quality which is not only resources and wealth, but which is care, taking care. Because care generates care, carefulness generates carefulness, responsibility generates responsibility. This taking care with people, and taking care with shared spaces, is the expression of a sense of belonging and collective living. It is the humus where the Reggio Approach grows and which makes a group of people into an educating community. Graziano Delrio, Mayor of Reggio Emilia Taken from interviews and contributions contained in The Wonder of Learning exhibition catalogue 8

13 progetto mostra Nord America / North America exhibition project La mostra è realizzata in più edizioni: quella nordamericana, frutto di una collaborazione tra Reggio Children, NAREA - North American Reggio Emilia Alliance (www.reggioalliance.org) e gli organizzatori di ogni singola tappa, è all interno di un progetto di lavoro di oltre 5 anni: inaugurata nel 2008, ogni 6 mesi viene esposta in un luogo diverso, proponendosi come strumento e luogo di formazione. L itinerario in Nord America è già pianificato fino al The exhibition has been created in different versions. The North American version is the fruit of collaboration between Reggio Children, NAREA - North American Reggio Emilia Alliance (www.reggioalliance.org) and the organisers of each individual venue. It is part of a five year project inaugurated in 2008 and every six months the exhibition is shown in a different place, offering itself as a place for professional development. The North American itinerary ha been planned until the year Boulder, Colorado NCAR Mesa Lab and UCAR Center Green Building Denver, Colorado Public Library 2008 giugno-dicembre / June-December hosted by Boulder Journey School La presenza della mostra a Boulder e Denver ha offerto ai visitatori molte immagini - sia ferme che in movimento - di bambini e adulti che vivono e lavorano insieme nelle scuole e nella città di Reggio Emilia, così come espressioni e rappresentazioni delle idee dei bambini. Allo stesso tempo, la presenza della mostra in Colorado ci riporta alla mente le immagini delle persone che accettavano l invito della mostra a rileggere, riflettere e rispondere al suo potente messaggio. Durante i 6 mesi della mostra in Colorado, siamo diventati sempre più consapevoli che i visitatori la vedevano attraverso lenti individuali, ciascuno in base alle proprie esperienze e alla propria educazione. Per alcuni la mostra era come un libro, da cui imparare di più sull esperienza di Reggio Emilia. Altri si concentravano sui significati e i valori che sottendevano alle narrazioni, mentre per altri ancora la mostra era un forum per il dialogo. La mostra sollecitava sentimenti ed emozioni forti: soggezione e stupore, curiosità e meraviglia, disappunto e frustrazione per lo stato attuale dell educazione, ma anche molta speranza e ottimismo, perché a Reggio Emilia è ancora possibile una visione del possibile. dal Report sull esposizione della mostra, redatto dallo staff di Boulder Journey School The exhibit s presence in Boulder and in Denver offered visitors many still and moving images of children and adults, living and working together in the schools and in the city of Reggio Emilia, as well as expressions and representations of the children s ideas. At the same time, the exhibit s presence in Colorado brings forth images of people accepting the exhibit s invitation to read, reflect and react to its powerful message. During the exhibit s six-month tenure in Colorado, we became increasingly cognizant that visitors viewed the exhibit through unique lenses, based on their experiences and education. For some the exhibit was like a book, from which to learn more about the Reggio Emilia experience. Others focused on the meanings and values underlying the narrations, while for others still, the exhibit was a forum for dialogue. The exhibit elicited strong feelings and emotions; awe and amazement, curiosity and wonder, disappointment and frustration with the current state of education, but also a great deal of hope and optimism, because in Reggio Emilia the vision of the possible is possible. from the Summary of the experience of hosting the exhibit prepared by Boulder Journey School faculty Una copia del primo Tricolore - la bandiera italiana nata a Reggio Emilia nel viene consegnata dal Sindaco di Reggio Emilia Graziano Delrio al Consiglio di Amministrazione del NAREA A copy of the first Tricolore the Italian flag which was created for the first time in Reggio Emilia in 1797 was presented to NAREA Advisory Board by Reggio Emilia s Mayor Graziano Delrio giugno novembre 2010: oltre visitatori June November 2010: over 128,000 visitors Tulsa, Oklahoma Northeastern State University, Broken Arrow Campus 2009 gennaio-giugno / January-June hosted by Riverfield Country Day School Intenzionalmente queste iniziative sono state declinate in diverse forme per ottimizzarne l impatto e raggiungere un pubblico più esteso, includendo tutte le persone che intendono investire in educazione per provocare un impatto sulla società. Considerando il fatto che le risorse finanziarie sono un problema sempre più stringente per le scuole, in questi tempi di ristrettezze, abbiamo generato fondi e offerto borse di studio per incoraggiare un ampia partecipazione e raggiungere le persone che altrimenti non avrebbero potuto partecipare per motivi economici. Considering that finances have become an ever increasing issue for schools in these tight economic times, we raised funds and offered scholarships to encourage wide participation and reach people who would otherwise not be able to come due to budget restraints. from the Summary Report of the experience of hosting the exhibit prepared by Riverfield Country Day School faculty dal Report sull esposizione della mostra, redatto dallo staff di Riverfield Country Day School Guardando al futuro e cominciando a organizzare il lavoro per sostenere le relazioni, il dialogo e le riflessioni iniziate grazie alla presenza della mostra nel nostro contesto, abbiamo apprezzato il potenziale che si è generato attraverso questo progetto. Uno dei nostri principali obiettivi è stato quello di ospitare iniziative di formazione e di aggiornamento professionale durante i 6 mesi di esposizione della mostra. As we look to the future and begin organizing our work around sustaining the relationships, dialogues and reflections that were begun through the exhibit s presence, we were very much appreciative of the potential that was born because of the presence of the exhibition in our context. It was one of our main goals to host professional development initiatives during the 6 months the exhibition was in our community. Intentionally these took on many forms to maximize the impact and broaden the audience to all who wanted to invest in education in order to provoke an impact on society. 9

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